Xu hướng dạy tiếng Anh đáp ứng nhu cầu giao tiếp nơi công sở trên thế giới: Một số khuyến nghị cho Việt Nam

Bài viết sẽ cung cấp thông tin từ các nghiên cứu gần đây nhất về xu hướng dạy tiếng Anh đáp ứng nhu cầu giao tiếp trong công việc trên thế giới, trình bày thực trạng dạy và học tiếng Anh ở Việt Nam, từ đó đưa ra các khuyến nghị cho các trường đại học ở Việt Nam nhằm nâng cao kỹ năng tiếng Anh giao tiếp nơi công sở cho sinh viên.

NGHIÊN CỨU - TRAO ĐỔI v XU HƯỚNG DẠY TIẾNG ANH ĐÁP ỨNG NHU CẦU GIAO TIẾP NƠI CÔNG SỞ TRÊN THẾ GIỚI: MỘT SỐ KHUYẾN NGHỊ CHO VIỆT NAM PHẠM THỊ TỐ LOAN* Đại học Thương Mại , ✉phamtoloan84@yahoo.com Ngày nhận bài: 24/8/2017; ngày hoàn thiện: 12/10/2017; ngày duyệt đăng: 15/11/2017 * TÓM TẮT Trong thời đại ngày nay, tiếng Anh công cụ đắc lực giúp người nâng cao trình độ, trao đổi hợp tác với đồng nghiệp phạm vi toàn cầu mang đến hội thành cơng nghiệp Vì vậy, trường đại học Việt Nam nỗ lực trọng nâng cao kỹ tiếng Anh cho sinh viên với mong muốn đáp ứng yêu cầu thị trường lao động thời kỳ hội nhập Tuy nhiên, chương trình phương pháp dạy tiếng Anh nhiều bất cập Do đó, báo cung cấp thông tin từ nghiên cứu gần xu hướng dạy tiếng Anh đáp ứng nhu cầu giao tiếp công việc giới; trình bày thực trạng dạy học tiếng Anh Việt Nam, từ đưa khuyến nghị cho trường đại học Việt Nam nhằm nâng cao kỹ tiếng Anh giao tiếp nơi công sở cho sinh viên Từ khóa: tiếng Anh cơng sở, tồn cầu hóa, nhu cầu, đại học, giao tiếp INTRODUCTION It is universally accepted that nowadays English serves as an important tool for people to enhance knowledge via huge sources of information; facilitate successful career; and satisfy the needs to travel and to explore different cultures in the world Thus, universities in Vietnam have placed strong emphasis on improving English proficiency for students to participate in global labor market To equip students with future job skills, Vietnamese curricula in English normally focus on formal presentation, email writing, negotiation skills, telephoning skills, etc However, recent research indicates that these traditional skills are not sufficient enough and more skills such as interaction and socialization are needed in workforce contexts Specifically, students are encouraged to master communication strategies like displaying cultural sensitivity, establishing and maintaining relationships at work (Forey & Nunan, 2002) For example, participants should actively discuss and express their ideas with colleagues properly in the meeting rather than making their own presentation without any further interaction In addition, teamwork skill also plays a crucial role at the workplace Employees are expected to be fully aware of cultural differences in a global context regardless of ages, linguistics, identities, and cultural backgrounds; as a result, KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 11/2017 79 v NGHIÊN CỨU - TRAO ĐỔI they can communicate with those who not share their first language and culture As such, learning workplace English in an integrated world requires both teachers and students to make changes in response to international trends so that our students will confidently become global citizens and participate in the world’s labor market This article is intended to present the world’s latest trends in recent studies on teaching and learning English at workplace contexts, then some recommendations are put forth for Vietnamese context REVIEW OF LITERATURE 2.1 Needs analysis in English language teaching Needs analysis is used to identify and evaluate the needs of a target group, thereby make the right decision in human services and education (Mc Killip, 1987) In this process, it highlights the relevance of the existing problems and the solutions to improve the situation Brown (1995) also states that need analysis can be used to collect and analyze necessary information to meet the language learning requirements of the students in a particular learning context Apparently, needs analysis in English language teaching plays a vital role since knowing about students’ needs is one of the best ways to help them improve their target language As a result, it is necessary to be aware of learners’ needs when designing courses and lesson objectives (Long, 2005) For instance, learners’ need vary greatly for students from various disciplines such as information technology, business, tourism, etc Obviously, each group requires English for different skills and lexicons When needs are identified, it is described in terms of goals and objectives which serve as the foundation to design teaching activities, materials and tests (Iwai, 1999) Thus, needs analysis helps students become engaged in the lesson as they will be motivated to learn the language that is relevant to their needs 80 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 11/2017 2.2 English usages to meet the needs of communication at work Apparently, globalization has brought about significant changes in business, industry and other professions in the 21st century The noticeable changes include: interdependency of economies among different countries, international outsourcing, increased immigrant workers, worldwide collaboration in developing products and services According to Groddol (2006), to make successful collaboration at a world scale, people often use English as a lingua franca (a common language between speakers whose native languages are different) For this reason, many studies have been conducted to investigate the needs of using English at workplace and the necessary English skills in the 21st Century Regarding the needs of using English at work, employers are in favor of staff with high English proficiency as English is the common language used in international business Employees in multinational companies are expected to communicate in English with clients and colleagues from different countries in the world Pinon and Haydon (2010) state that high English level enables a nation’s labor force to participate successfully in the world market and attracts more foreign investment Grin (2010) affirms that employees proficient in English are inclined to have 12% higher income in comparison with those who are not In addition, the rapid development of technology implies that apart from expertise, it is necessary for the workforce to equip themselves with skills and knowledge to solve various tasks in their jobs These skills include problem solving, effective communication, teamwork skills, technological skills, creativity, and critical thinking Due to the fact that English is the common language of communication worldwide, students are expected to apply the above-mentioned skills in English in their future job Apparently, English in the globalization NGHIÊN CỨU - TRAO ĐỔI v era is not a separate subject at school and it is necessary to combine English with other skills in order to meet the needs of careers in the 21st century Employees use English to communicate and collaborate with customers and colleagues; organize and analyze information; make decision; update new technology; explore cultures and develop themselves Recently, theory about the use of English at workplace communication has been added a new skill: intercultural communication Globalization trend has created opportunities to communicate and exchange information among different cultures; therefore, intercultural communication has become an indispensable part of contemporary society Cultural barriers from different places in the world will be eliminated and collaboration will be nurtured with the use of English and intercultural awareness Moreover, researchers posit that English should be accompanied by technological skills It is important for people to combine these two skills in order to communicate in a world that the borders between the real and the virtual, and the distances in space are gradually blurred (Collier, 2007) In fact, apart from face-to-face communication, modern technology has made it possible to have meeting via Skype, video conferencing, blogs, etc Thus, with these new forms of communication, educators are required to update English curricula and teaching methods in response to the demand of future jobs In short, English language teaching in the new era not only focuses on language skills but it also requires sets of other skills to facilitate communication in future jobs Policy makers, curriculum and material designers, teachers, and administrators in Vietnam should take these needs into account to equip students with confidence and competences in their future jobs THE CASE OF TEACHING AND LEARNING ENGLISH IN VIETNAM TO MEET THE NEED OF WORKPLACE COMMUNICATION 3.1 The current situation of English teaching in Vietnam Currently, many existing problems in English teaching and learning at universities are thought to result in low English level of Vietnamese students Specifically, curricula and syllabus of General English and English for Specific Purposes (ESP) mainly focus on grammar, vocabulary, reading comprehension and translation (Do, 2010) It is noted that speaking and listening are also integrated in course books; however, due to big class size and limited learning duration, these communicative tasks are frequently skipped (Lam, 2011) Additionally, according to Hoang (2008) syllabuses are taken entirely from foreign course books or compiled from many different books and they are used in a long period of time, thereby the knowledge and content of the lessons are mostly outdated There is a lack of learning materials which simulate workplace communication and teachers depend solely on the monotonous text books (Duong, 2013) Moreover, classroom facilities are poorly equipped and seat-arrangements are not properly organized to encourage interaction and communication among students Hoang (2008) also states that EFL teachers at universities in Vietnam lack experience and knowledge on teaching ESP, therefore, they are unable to deliver the lessons satisfactorily They also have few chances to study other disciplines (for example: finance and banking, accounting, Information technology, etc.) to equip themselves with necessary knowledge to teach ESP Besides, due to class size, teachers rarely pay attention to students’ autonomy and communicative competence in class Another demotivating factor is concerned with the lack of real environment for students to communicate in English More importantly, mid-term and endof-term tests for non-English major students are designed in the form of reading (Hoang, 2008) As a result, students hardly reserve time for practicing communication in English which leads to their limited English ability when they participate in the real world of work KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 11/2017 81 v NGHIÊN CỨU - TRAO ĐỔI 3.2 Graduate students’ English level in Vietnam As there are many problems in teaching and learning English, graduate students’ English level are said to be substandard which makes Vietnamese workers less competitive in the international market (Duong, 2013) In the first place, the most common complaint of employers is concerned with limited English capability in understanding and expressing their ideas in English in job interviews As stated by employers, many students have good knowledge of their profession; however, due to low English proficiency, they miss the chance to get accepted to the company In fact, what employers seek from applicants are professional knowledge, English language, IT and other soft skills (Duong, 2013) Furthermore, once accepted to a company, a number of students are unable to approach international high-quality training due to their low English proficiency These training sessions are usually conducted in English with the aims of updating new trends, knowledge and expertise Those who are bad at English deprive themselves of the possibilities to go abroad, broaden their mind, and develop professionally (Nguyen, 2010) Finally, as university syllabuses rarely offer opportunities for students to communicate in English involving different linguistic and cultural backgrounds, graduate students lack confidence in expressing themselves with overseas clients and foreign colleagues In the globalization era where people use English as a common language for communication with the outside world, people with English incompetence will be left behind (Hoang, 2008) In short, the quality of teaching and learning English at Vietnamese universities and the substandard English proficiency of graduate students indicate that there is a gap between the real needs of the market and university training programs Thus, policy makers, curriculum developers, administrators, and teachers should 82 KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 11/2017 pay adequate attention to the quality of English teaching to meet the demand of workplace communication SOME RECOMMENDATIONS FOR UNIVERSITIES IN VIETNAM From the trends of the English usages at workplace communication in the globalization era, and the status quo of teaching English at Vietnamese universities, the article will propose some suggestions to design curricula, teaching materials and methodologies to meet the requirements of 21st century careers In the first place, English curricula should take job skills into account After graduation, it is likely that many students will work for national or multinational companies in Vietnam Students will be required to use English in accordance with their majors from different aspects such as law, economics, tourism and hospitality, etc Thus, instead of merely focusing on vocabulary, grammar, reading and translation skills, it is necessary to teach English skills which meet the needs of students’ future jobs To this end, universities should apply English medium instruction (EMI) programs to teach courses like law, economics, tourism, etc in English to enhance students’ language ability and their expertise at the same time Besides, project-based learning is an effective approach which assists students to practice English and job skills in the real workplace situations For example, in Business English, project-based tasks like exchanging e-mails in English to respond to business partners’ requests, team meeting via Skype or video conferencing with colleagues from different countries to discuss business strategies, etc will strengthen students’ confidence in using English in their later working lives In addition, intercultural communication is a vital element in today’s workplace since nowadays, more and more people from different countries and cultures cooperate and work together As a result, intercultural situations should be presented in English lessons as linguistic and discourse NGHIÊN CỨU - TRAO ĐỔI v knowledge alone are no longer sufficient for successful communication However, it is likely that few English teachers have rich knowledge and experience of the diversity of multicultural workplace situations (Hoang, 2008) Therefore, teachers should take advantage of the Internet, YouTube, newspapers, and magazines as authentic materials to get students familiarized with realworld situations Besides, another practical method employed by America and European countries is the exchange programs in which domestic students have internships abroad with a view to gaining real experience in different cultures Students spend three to twelve months in another country to improve English and enhance knowledge about economics, society and culture of the nation Moreover, as previously mentioned, teamwork and collaboration skills play a vital role in today’s workplace; however, there are few chances for students to practice in pair work and group work due to big class size It is therefore worth maximizing communication by reducing the number of students in English class and changing the class setting Small class size gives all students the opportunities to perform in front of class and receive detailed feedback from teachers In addition, class seating arrangement like U-shape and cluster seating (students seat in groups) should replace traditional rows to facilitate interaction among members in class Besides, it is also noticeable that the omission of oral test in mid-term and end-of-term test of nonEnglish major students leads to their demotivation in improving speaking skill Thus, university administrators should incorporate speaking skill in these two tests When students frequently practice speaking for the test, they can enhance their English competence which in turn helps them gain confidence at workplace communication Finally, it is apparent that teachers are the agents of changes in English curricula to respond to the needs of teaching and learning English at workplace communication Therefore, special attention should be given to pre-service teacher training programs as well as in-service teacher professional development Both programs should necessarily update current trends in learning and teaching English for job skills CONCLUSION There is a tendency that English for communication at workplace nowadays no longer focuses on how to write a formal email, make a formal presentation or conduct a successful negotiation A global citizen is expected to use English effectively in informal situations and apply different skills such as teamwork skills, technological skills, intercultural communication, etc to establish and maintain relationships with colleagues and clients globally Hence, universities in Vietnam should keep up with this trend to develop courses and syllabuses in response to the rigorous demand of today’s international labor market By doing so, Vietnamese students will definitely have English competence and expertise to work on a global scale./ References: Dương Thị Anh (2013), Nghiên cứu đánh giá lực nghe tiếng Anh sinh viên khối ngành không chuyên (Nghiên cứu trường hợp Đại học Phương Đông), Luận văn thạc sỹ, Đại học Quốc gia Hà Nội, Viện Đảm bảo chất lượng giáo dục Nguyễn Thị Hoàng Báu (2010), Nâng cao lực giao tiếp cho sinh viên tiếng Anh thương mại năm II: Nhu cầu khuyến nghị Retrieved from Đỗ Thị Xuân Dung, Cái Ngọc Duy Anh (2010), “Dạy học tiếng Anh chuyên ngành tình hình mới: Thách thức giải pháp” Tạp chí Khoa học, Đại học Huế, số 60, tr.31-41 Hồng Văn Vân, Lâm Quang Đơng, Trần Hữu Hiển, Hoàng Thị Xuân Hoa (2008), Nghiên cứu phát triển hệ thống nhóm nội dung phương pháp giảng dạy, nâng cao lực tiếng Anh cho sinh viên đại học học viên cao học Đại học Quốc gia Hà Nội đáp ứng nhu cầu hội KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 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11/2017 ... giao tiếp cho sinh viên tiếng Anh thương mại năm II: Nhu cầu khuyến nghị Retrieved from Đỗ Thị Xu n Dung, Cái Ngọc Duy Anh. .. nội dung phương pháp giảng dạy, nâng cao lực tiếng Anh cho sinh viên đại học học viên cao học Đại học Quốc gia Hà Nội đáp ứng nhu cầu hội KHOA HỌC NGOẠI NGỮ QUÂN SỰ Số 10 - 11/2017 83 v NGHIÊN... Anh (2010), Dạy học tiếng Anh chuyên ngành tình hình mới: Thách thức giải pháp” Tạp chí Khoa học, Đại học Huế, số 60, tr.31-41 Hồng Văn Vân, Lâm Quang Đơng, Trần Hữu Hiển, Hồng Thị Xu n Hoa (2008),